How did the problem's instructions, as well as the diagrams and tables, contribute to the amount of reasoning you engaged in?

What might your students do if they didn't think to use a diagram or table to solve this problem?

Think of a similar problem that you might give your students. How would you introduce it? How would you have the students proceed in order to make sure that they were using reasoning to find and generalize patterns, as well as to test and justify their conjectures?

How would you work with your students if they were struggling to find and discuss patterns in a table of data, such as the one for this problem?